Category Archives: Amy

Writing Heals. Writing Assignments Do Not

Last week I learned a valuable truth:  Even when we think they are not listening, sometimes students get it.

Let me back up.

The week before last I attended a department meeting where our district ELA coordinator shared the National Writing Project’s Case for Good Instruction, information I learned at my National Writing Project Summer Institute in ’09. It details the differences between When Writing is Assigned and When Writing is Taught. The discussion around me was interesting and peppered with excuses. I left wondering how teachers would answer these questions if they were on a quiz. How would you?

In your ELA class, do students:

  • have opportunities to create topics that matter to them?
  • understand audience and purpose for papers because they are specifically identified in assignments?
  • see you spending time teaching writing skills and strategies?
  • get writing models, assignments, and strategies to guide each of the different writing tasks?
  • reflect on significant growth — or lack of it — in specific writing skills?
  • hear words of encouragement cheering them on to revise, edit, and improve — and to correct drafts and then resubmit?
  • think about what they write through brainstorming, free writing, role-playing, discussion, or other prewriting activities?
  • celebrate what they, and you, write and make efforts to display and publish it?

I think the biggest excuse we give for leaning on assignments rather than acting on instruction is TIME.

“I can’t let students choose topics because they don’t know what to choose.”

“I can’t teach this novel if it takes so long to write a paper.”

“I can’t do my research paper if I give them time to resubmit. It already takes so long to grade the finished product.”

Maybe you are right. Maybe we have to give up things that we think are best practices for things that are better practices.

Student choice in writing topics is better practice.

Writing instruction with effective models, strategies, time to talk, and time to write are better practices.

Helping students revise, edit, and improve their writing during the writing process with a keen sense of audience and purpose are better practices.

conferringwithjulyssaOur students need time. They need our time. They need our attention and our careful consideration about the things that matter to them. We may have to let some things go in order to give our students what they need.

We learn valuable truths when we do. Last week my students performed (or presented) their poetic arguments. We spent weeks choosing topics, watching video performances, analyzing lyrics for structure and craft, thinking, drafting, talking, revising, studying models, reading each other’s writing, giving feedback, practicing mini-lessons on concrete details and using abstract language to create jaw-dropping imagery.

We were a community of writers, united in a task uniquely our own.

And that is the difference between When Writing is Assigned and When Writing is Taught.

During all that time, I didn’t think Stephanie was listening. She sat at her table, barely talking, sometimes writing, always sad. Then right before Christmas break I sat down and we talked. She showed me her draft, and it scared me. I knew she’d been depressed — her grandmother died at the beginning of the year, and the light left Stephanie’s eyes. I listened to her share her sorrow, her anxiety, the weight of her world , and I gave her my cell phone number with the promise she would call if her boots got too heavy. Thankfully, they didn’t.

Every one of my students who presented their poems sparkled with pride as they faced their classmates, even the ones whose knees knocked in fear. They wrote from their hearts about issues that matter to them personally. They wrote the most important arguments about mistaken perceptionholding grudges, self-hate and self-love, parental control and uncontrolled parents, lying and how we’re programmed to labelBlack Lives Matter and dying white privilege. They wrote about better education and the stress of getting educated, absent fathers, loving fathers, and parentless children and alcoholics who should have put down that drink at 21.

They wrote about sticking together.

And they wrote about self-destruction and depression and monsters. So many of them wore grooves in the floor with the spikes that hold them in place until the sadness drags them down under. They broke my heart.

writing-heals-quote

Writing to heal is better practice.

Please enjoy Stephanie’s poem. She calls it “Smile.”

 

Many students chose video presentations over live performances. I published several this morning on the 3TT Facebook page. Take a look.

Please share your thoughts on teaching writing. Leave a comment.

 

 

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love higher and harder than we think we can. Follow Amy on Twitter @amyrass.

 

10 Things We Did That Invited Initiative — and Growth

It is 6:00 am. I stayed up all night playing with this blog and our Facebook page and Pinterest and Instagram and exploring this app and that extension and whatever else called on me to click on it. I didn’t even realize I’d blown the night up until my Fitbit buzzed telling me to get up and workout. Thank God it is a holiday!

I cannot help but think (besides about how tired I will be all day) about engagement. I remember a while ago I read Danial Pink’s book Drive and then watched the RSA Animate video on motivation. We really will spend time, lots of time, doing the things we want to do be it reading, writing, learning a new skill, climbing a mountain, or sinking into the social-media–abyss. We just have to want to.

So how do we get our students to WANT TO do the things we know will make a difference in their lives, namely, read more, write more, communicate better, think more critically?

We keep trying.

i just finished a semester with my students. I wish I could say that every child read more than he ever has in his life, wrote better than she ever has since she held a pencil, learned to speak with ‘proper’ English and clear eye contact, and thought like a rocket scientist trying to get a man to the moon.

Some did. Some did, and honestly, the first few days of school, I didn’t think they would. But I kept trying.

Here’s a list of the top 10 things I kept doing, even when I was tired, even when I thought they weren’t listening, even when we all wanted to hide behind dark curtains and ring a bell for a cup of tea. (That will be me later today.)

We read at the beginning of class every day (almost — we had about six days throughout the semester when something somehow got in the way of that, i.e., fire drills, assemblies, wonky bell schedules, my car dying on the way to school).

We talked about books A LOT. Book talks, reading challenges, reading goals, tweeting book selfies, and more.

We wrote about our books enough to practice writing about our books. Theme statements, mirroring sentences, analyzing characters and conflict and plot — just enough to keep our minds learning and practicing the art of noticing an author’s craft.

We wrote about topics we care about. With the exception of the first essay students wrote, which was all the junior English teachers committed to as a pre-assessment, students chose their own topics or wrote their own prompts. Donald Murray in Learning by Teaching says the hardest part of writing is deciding on what to write about, yet we so often take that hard thinking from our writers. The worst essays my students wrote was the only one in which I gave a prompt, and before you think it’s just because that was their first essay, nope, I asked them. They just didn’t care — and that is the worst way to start off the year in a writing class.

feedback-on-prompts

feedback-on-owning-topics

feedback-on-self-selected-topics

We read mentor texts and learned comprehension skills and studied author’s craft. I chose highly engaging texts about current events in our society:  police shootings and being shot, taking a knee during the national anthem, race relations, our prison system, immigration issues — all topics that make us ask as many questions as the writers answer. Inquiry lived in our discussions.

feedback-on-writing-as-a-writer

We talked one-on-one about our reading and our writing. I conferred more than I have in the past, taking notes so I wouldn’t forget as students told me about their reading lives and their writing woes. We spoke to one another as readers and writers. We grew to like each other as individuals with a variety of interests, backgrounds, ideas, and dreams.

We shared a bit of ourselves — mostly in our writing — than we ever thought we would. Abusive mothers, alcoholic fathers, hurtful and harrowing pasts and how we grow up out of them. We talked about respect within families and how we can hurt the people we love the best when we ignore their love because it’s masked in fear and strict parenting.

a slice of Daniel’s semester exam essay

We celebrated our writing by sharing what we wrote, by performing spoken word poems, reading our narratives, or reading our quickwrites. We left feedback on sticky notes and flooded our writers.

We grew in confidence and that showed in our work. I held students accountable with high expectations — and lots of mercy. Most rose to the challenge, even those in their first AP class and those far behind who needed to catch up. Most exceeded their own expectations.

feedback-on-high-expectations

feedback-on-writing-as-a-writer

feedback-on-writing-confidently

We joined communities of readers and writers on social media, building a positive digital footprint that shows we are scholars, students who care about their literacy and want to go to college. We wrote 140 character book reviews and explored Goodreads and shared covers of the books we were reading. #IMWAYR #readersunite #FridayREADS #FarmersREAD

martina

rozlin

I will miss the juniors in my block class who are done with English for the year. They were a joy, although a challenge, pretty much every day. And my AP kiddos, they are ready for the kind of learning we will do to face down that exam come May.

We will keep doing what we do: Whatever it Takes to Grow as Readers and Writers (even if it means a lack of sleep.)

What do you do to motivate your learners? Please share your ideas in the comments.

 

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

disclosure

On In Defense of Read Alouds. Please, do.

At the end of a post I wrote last August called “My Classes are Only 45 Minutes — How Do I Do Workshop?” a reader named Andy left this comment:  I am at kind of a roadblock mentally and could use a push…I teach 8th grade reading in a building that still has both “reading” and “language” classes. While I am slowly transitioning to more of a workshop approach, I am still getting stuck on a few things. For our second semester, we have always read a whole class novel, but I would love to get away from that. Have any of you done read-alouds in your classes? I am beginning to think that maybe a better option would be to have students vote on a novel with a certain theme and do a read aloud and work on certain aspects of reading. My one concern that I can hear being brought up by administration is making sure I have enough assessments and grades…

First of all, I love that Andy asks this question and recognizes his need for “a push” as he wants to do more to engage his students than just another whole class novel. Not that whole class novels are necessarily bad, but those of us who have seen what choice can do in our students’ reading lives know:   if we only choose whole class novels, we lose valuable time developing readers. Giving students a choice as to a book to read aloud might just be a good idea.

I heard Stephen Layne, author of In Defense of Read Alouds speak at the Illinois Reading Council Conference this past fall. He quoted the research and the position statements from scholars of various grade levels on the benefits of read alouds:

  • Positive attitudes are fostered towards books.
  • Imagination is exercised.
  • Background knowledge is built.
  • Reading skills are improved and reinforced.
  • A model of prosody and fluency is provided.
  • Reading independence is promoted.
  • Interests in genres are broadened.
  • Cultural sensitivity is increased.
  • Listening skills are improved.
  • Exposure to a variety of text types is provided.
  • Reading maturity develops.
  • Reading happens.

Based on these statements, Andy, what do you have to lose?

stephenlaynequote

I offer a few suggestions though:  HOW you read aloud to children is as important as WHAT you read aloud. Layne suggests five key elements the teacher-reader must employ as he conveys an awareness of phrasing and word color:  diction, volume, pace, tone, and pitch.

To read aloud effectively, as to engage all listeners, the reader must be a performer.

Of course, what you read aloud matters, too. Offering students several choices and letting them vote is one way to foster trust in your classroom community. Students want to know we value their opinions. I’ve found with my AP English students, when I provide several choices for their Book Clubs, many students will choose to read the books not selected for their independent reading.

I would also suggest that you offer a choice of books that are not too long. I learned a few years ago when I read aloud with my 10th graders that even when they choose the book, attention spans are short. A full-length novel read aloud can cause the same negatives that a whole class novel study can. For this reason, I think it’s important to consider your main objective first and then plan backwards.

 

If I were doing a read aloud with those same 10th graders this spring, I would plan differently than I did before.

  1. I’d select several books with the same theme I want to build a unit around, and I’d plan to introduce the books by reading aloud from each of them.
  2. I’d think about the goals I can accomplish as we focus on the theme, and I’d think of several summative-type assessments in which students can choose to show they’ve accomplished these goals. Or I’d think about how I might invite students to create their own major assessments.
  3. I’d think about the skills my students need to master, and I’d pair mini-lessons with the ones I know will emerge through the reading. (These can serve as formative assessments.)
  4. I’d think about how I will get my students to apply these skills to their independent reading books, which could all be centered on the same theme (if I planned that well enough). (These can also serve as formative assessments.)

One of my goals with my AP students this spring is to do more read alouds. I’ve learned this fall that many of my students do not understand the different forms and structures stories can take. We are going to use children’s books to help with our understanding. The book Writers ARE Readers by Lester Laminack and Reba M. Wadsworth offers several suggestions on titles that will work with students of all grade levels.

So while I will not be reading aloud a whole novel, I will be performing read alouds and thinking through 1-4 above as I plan this unit.

Best wishes to you, Andy, as you read aloud with your students. I believe this poem by Stephen Layne is an important reminder to all of us who work with children:

Read to them
Before the time is gone and stillness fills the room again.
Read to them.

What if it were meant to be that you were the one, the only one,
who could unlock the doors and share the magic with them?
What if others had been daunted by scheduling demands,
district objectives, or one hundred other obstacles?

Read to them
Be confident Charlotte has been able to teach them about friendship,
and Horton about self-worth:
Be sure the Skin Horse has been able to deliver his message.

Read to them
Let them meet Tigger, Homer Price, Aslan, and Corduroy;
Take them to Oz, Prydain, and Camazotz;
Show them a Truffula Tree.

Read to them
Laugh with them at Soup and Rob,
and cry with them when the Queen of Terabithia is forever lost;

Allow the Meeker Family to turn loyalty, injustice, and war
into something much more than a vocabulary lesson.

What if you were the one, the only one, with the chance to do it?
What if this is the critical year for even one child?

Read to them
Before the time, before the chance, is gone.

– Steven L. Layne, from The Reading Teacher Vol 48, No. 2 October 1994

Do any of you have other suggestions for Andy about how he might structure and/or craft assessments for his read aloud? Please leave your ideas in the comments.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

 

disclosure

What’s the most important thing you think you’ll ever write?

I am good at setting reading goals. Good at helping students set them, too.

But I never really thought about the importance of setting writing goals until I decided I wanted to write a book and struggled to get words on the page each day. (I still struggle.)

Even with this blog, my writing goals seem fuzzy. Sure, we have a 3TT posting schedule, and more often than not, I make my mostly self-imposed deadlines. But I haven’t really considered these deadlines writing goals.

Today I am wondering why not.

And I’m thinking that this is probably similar to how my students view the writing tasks I ask them to complete. They look at the calendar I provide. They consider the writing workshop dates, the revision workshop dates, the writing group dates. Maybe they pay attention to the learning goals I write on the board and review each day — all valuable parts of our writing class routines, but I doubt they actually set any goals. (Okay, maybe they set the goal to actually complete the assignment. Maybe.)

But I want them to set writing goals. I want to set writing goals for myself this year.

billygoal

a gem of a goal by my friend Billy

So today as we go back to school and get back into our routines, we will talk about writing goals, not just writing assignments. We will talk about the reasons we write and how practicing our craft can help us accomplish those reasons.

I think we’ll start with this poem:  The Writer by Richard Wilbur. And then read “The Daily Routines of 12 Famous Writers” and maybe “9 Weird Habits That Famous Writers Formed to Write Better.”

Then, maybe I’ll ask this question:

What’s the most important thing you think you’ll ever write? Why?

I don’t know where the conversation will go, but I am okay with that. I’ll let my students know how I feel about setting some personal writing goals. I’ll let them know how I think this may change, or challenge, my ability as a writer.

I’ll write my goals as they write theirs, and we’ll share.

If you need personal writing inspiration — or just want to find some excellent short mentors to use as you write with you students — read this: “Ten Texts That Will Get Teachers Writing.” And, of course, we share lots of writing inspiration on this blog.

I’d love to know your writing goals for the year. Please share them in the comments. (P.S. I hope one of them is to write a guest post here in 2017.)

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

Join the #3TTBookClub

We’ve probably all seen a ton of posts about the “best” books of 2016, and our To Read Next lists and wish lists and carts in numerous online book shops have grown like crazy. Thankfully, I have some grant money just itching to be spent on new books for my classroom library. Here’s a list all in one place, if you want to take a look. Thanks @shawnacopola!

We’ve also probably set reading goals for ourselves. I played in my new planner, setting some goals that I will share with my students when I ask them to create their new challenges.

20170101_200237

If you are looking for a way to spice up your reading in 2017, consider this:

Join the #3TTBookClub on the Three Teachers Talk Facebook page.

Why #3TTBookClub?

In the introduction to her book Reading in the Wild, Donalyn Miller writes: “I want my students to enjoy reading and find it meaningful when they are in my class, but I also want them to understand why reading matters to their lives. A reading workshop classroom provides a temporary scaffold, but eventually students must have self-efficacy and the tools they need to go it alone. The goal of all reading instruction is independence. If students remain depends on teachers to remove all obstacles that prevent them from reading, they won’t become independent readers.”

How do we help our students become independent readers if we are not independent readers ourselves?

I am often surprised at how many English teachers I meet who admit to not reading. I wrote a bit about that in a post last year, and I extend the same invitation:  Are you walking the talk in your content? (The invitation to guest post on this blog stands as well. Every teacher’s voice matters. Your voice matters.)

How will #3TTBookClub work?

We batted this one about a bit, but it didn’t take long to decide that even when it comes to book clubs, choice matters. Each month Shana, Lisa, and I will choose a book. We will introduce our books on the Three Teachers Talk Facebook page and invite other readers to read along with us. Read one of the books, two of them, or all three (My personal goal, but, you know…time… and all that feedback to leave on all those papers.)

We will share ideas on how we might book talk certain books with our students, share insights from pedagogy books we read, share ways we might use excerpts to teach craft, and just overall share our deep and abiding book love.

What have you got to lose?

We hope you will join us in #3TTBookClub in 2017 — and please, use the #3TTBookClub hashtag and invite your friends. See you on the Three Teachers Talk Facebook page.

3ttbookclub

 

 

 

Follow Three Teachers Talk on Twitter @3TeachersTalk, on Instagram at 3TT.us, Pinterest at Three Teachers Talk, and Facebook @ThreeTeachersTalk. Oh, and remember to subscribe to the TTT blog, so you never miss a post.

Amy Rasmussen lives in north Texas and teaches AP English Language and English 3 to the Fighting Farmers at Lewisville High School. She adheres to the words of Emerson: “We aim above the mark to hit the mark,” and Jesus Christ: “Love one another.” Imagine a world if we all love more than we think we can. Follow Amy on Twitter @amyrass.

ftc-guideline-%22affiliate-links%22

 

 

Writing When It’s Hard. Or School Should be Out Already.

Let me just say how cruel the school calendar is this year:  We have school through noon Wednesday. Kids are beyond crazy. Last Friday is typically the last school day before break, so it feels a bit like we are making up snow days for snow days that haven’t happened. It’s cold. And no one is going to want to be at school for the next three days. No one.

I’ve been toying with this post all morning. I don’t feel like writing. I just want to shop with my daughters who arrived in town over the weekend, and tend my five month old grandson who came to visit yesterday, and maybe bake some bread pudding in the crock pot. I do not want to write.

So what do I do to get myself to put words on the page? What do I do when I need students to want to put words on the page?

I look for inspiration. I help them find inspiration.

Lately, my students have been writing spoken word poems as arguments. They chose personal or social issues they care about, and they’ve crafted drafts that argue a position about their issues. Some are digging deep and writing with wondrous words. Others — not so much. But I’m not giving up.

I’ve learned that three things will help my writers when they sink low and cannot seem to rise back up. I must consistently —

Flood the room with beautiful language. In a spoken word poetry unit, this is easy. We watch a performance on YouTube most every day. “Spelling Father” by Marshall Davis-Jones is a new favorite. (I love the narrative frame and raw emotion in this piece.) If our goal is to help develop writers who intentionally craft meaning, we have to help students intentionally craft meaning. The more we recognize, analyze, and model the moves of writers, the easier writing with intention becomes.

Allow time for thinking. Waiting on students to think their way into writing can be hard. But I know that writing takes time, and when I rush students who haven’t had a chance to think about their ideas before they begin writing, the finished pieces rarely get the revision they need to be truly effective. Don Murray said, “Writing is self exposure.” It is. And the vulnerability can be immobilizing for some of us. Giving time and then waiting for students to make decisions about their writing pays off on the back end of the writing process. If we truly value student ideas, we have to give them the time to think of them.

Talk to students and keep them talking to one another. One-on-one conferences are a good idea any time, but during a writing unit, conferring time is essential. In large classes, we may have to stagger our live conferences with paper ones, and leave conferring questions, and “I wonders” on their pages. More than anything, students must know we are reading their drafts and offering feedback. I am working on getting faster at leaving quick notes. I find that when I zero in on one skill at a time students find my feedback a lot less intimidating (which is something I had to learn was even a thing.)

screen-shot-2016-12-18-at-10-36-53-pm

Martina’s writing her poem about her culture. “I’m too white to be called Mexican, but I’m a Mexican.”

My plan for this week is to put these three things on a replay loop. We’ll start class with beautiful language, think and write and write and think — all the while talking to one another about our process and our craft.

We may just make it to Christmas break a little bit merry after all.

If you are still in school this week, what’s happening in your classrooms? Please share in the comments.

 

 

 

 

Better Teaching: Please tell me your story

I already knew they were hard workers. This group of girls spent a lot of time in my classroom after school. They huddled together at the far table, speaking in a language I did not understand. They asked questions occasionally, afraid of being wrong.  

“Is this right?” one would say, timidly showing me her iPad where she’d written a few sentences in the Docs app. Returning to her table, she’d share my response with her friends.

They held on in AP English by decimal points as each grading period ticked by. Lucky for them, I scored on improvement, not on the AP writing rubric.

In class we watched the documentary “A Place to Stand,” based on the book by the same name by Jimmy Santiago Baca who became a poet while serving time in prison. Baca’s story captivated my students. They identified and analyzed the argument: “Education matters. Fight for it. Words matter. Learn them. Write them. They empower you..”

Some students understood that more than others. These girls, for sure.

We read several of Baca’s poems. Although mine is primarily a non-fiction course by nature of AP Language and my syllabus, I know that it’s through poetry that my students more easily grasp the beauty and intention in an author’s craft.

The task was to re-read Baca’s poem “As Life Was Five” and to write a reflective piece in response to it.

These girls were struggling, so I finally joined them at their table.

“Tell me what’s going on,” I said.

“We just aren’t sure,” Biak said. She spoke more often than the others, although her English was only a little better.

“Can I see what you’ve written?” I asked, and she timidly passed me her writing, carefully penned on notebook paper.

She quickly broke into explanation:  “I wanted to write my own poem. I don’t know how, and I don’t know…” Words tumbled out, and she lowered her head, waiting for me to read the page.

I looked, and before I could read anything, the words “Burmese!! STUPID and CRAZY!” shouted at me.

“Wait,” I said, “I thought you were from Burma.”

Five voices rose in chorus:  “Yes, yes, we are from Burma, but we are not Burmese. We are Chin.”

I needed them to teach me. I’d never heard of Chin, and my knowledge of Burma was limited to the first few chapters of Saving Fish From Drowning by Amy Tan I’d tried to read and abandoned years ago.

“Will you tell me your story?” I asked, looking closely into the small faces of these beautiful young women, similar yet so different in features and personality.

Biak began to talk.

“We are from the state of Chin in Burma. The Chin are the mountain people. The Christians. The Burmese hate the Christians.”

And then they all talk and tell me their story:

They fled Burma with their families, leaving grandparents and loved ones behind. Sometimes not getting to say goodbye for fear the secret of their journey would be told. They traveled in groups, mostly at night, walking, walking, walking, they said. Often barely eating food, and even then, mostly rice balls or an egg stirred into water.

Bawi told of a Buddhist monk who acted as their guide. “He wouldn’t let us pray,” she said. “Every time we tried to pray, he would knock away our food. ‘Pray to me,’ he’d say, ‘I’m the one who gave you food, not God.’ He was so scary!”

“I lost my shoes,” Biak said, “I walked for miles and miles with no shoes, and the.. What are those things?” she turned to her friends, motioning with her hands like claws, “…those things that stuck to my feets?”

“Thorns,” they said.

“Yes, thorns stuck in my feets, but I had to walk. Walk and walk.”

“Walk quickly and don’t let go,” Kimi said.

“There was a pregnant woman with us. She could not keep up. When we reached the border of Malaysia, she could not run. I do not know what happened to her.”

“I remember we heard the POW POW POW. We had to run as fast as we can to cross the border. I was so little. My legs short. I was so scared.”

Biak begins to cry. She bows her head and covers her face with her hands, “I don’t like to think about it. I remember my grandmother’s face. We barely got to tell goodbye. She cried so much.”

I look around the table. Their eyes shine with memories.

“You all left family behind, didn’t you?”

They nod, and I see Van’s chocolate eyes pool with tears.

“Did you travel together?”

“No! But we all have same stories. All Chin students do,” Duh says.

“Wow,” I say, “Just wow.” My heart throbs in my chest, heavy with the weight of these stories. Resilience takes on new meaning.

“So you must think it’s pretty lame when your classmates whine about having to work a three hour shift and that’s the reason they cannot do their homework.”

The tension breaks, and they laugh.

“What an amazing gift you’ve given me,” I say, “You need to write your stories.”

“I wanted to write a book,” Kimi says, “but I don’t know how.”

I smile. “We can work on that.”

My heart changed after that chat with my girls from Chin. I also felt chagrin. I waited three months into the school year to extend the important invitation:  “Tell me your story.”

I can come up with fourteen different reasons why. None of them matter.

Throughout the fall, I struggled with my classes because I focused on the skills needed to be successful in AP English instead of focusing on the individuals who needed to learn the skills to be successful in life. I forgot why I wanted to teach teenagers in the first place.

Perspective matters.

The most important conversation is the one that invites our students to tell us their stories.

Those young women from the state of Chin grew to trust me because I asked, and I listened. They told me later that I was the first teacher who asked them to tell me their stories — they had all attended U.S. public schools for at least four years.

I am sure other teachers assumed they knew. I thought I knew until I saw the emotion in five pairs of eyes. “We all have same stories,” Duh had said, but that is not true. They all have similar experiences. Their stories are uniquely personal, and they serve as cardinal prerequisites to the identities of each individual.

Identity matters.

How our students see themselves — as teenagers, thinkers, readers, writers, friends, students — matters, and to instruct the individual we must know what she believes about her abilities and her capabilities, both of which have been shaped in one way or another before she ever steps through our door.

Peter Johnston helped me understand the importance of identity in his book Choice Words. He reminds us, “[Children] narrate their lives, identifying themselves and the circumstances, acting and explaining events in ways they see as consistent with the person they take themselves to be” (23).

 

 

screen-shot-2016-12-03-at-8-45-20-pm

Trust and esteem are imperative to effective conferring. They are imperative to effective teaching. They are two cornerstones of conferences that allow for the relationships students need with their teachers, the relationships students need to learn.

If our goal is to help our students incorporate reader and writer into their identities, we must build foundations that allow them to take on the behaviors of those who read and write. Equity and autonomy create balance in this foundation and become the other cornerstones.

All students must feel that we meet with them fairly and without judgment. They must know our goal is to inspire independence as they become more effective readers and writers — and of course, literate citizens.

Really, it all begins with the invitation:  “Please, tell me your story.”

my-chin-girls

Graduates Lewisville High School Class of 2016


THAT DAY  THAT DAY
by Biak Par
Far from my Home, my Family
When looking at the sky they seem so happy
But me,
Thinking about that day
Every word they speaks, every looks, every smiles, every laugh
They tear me apart, the soul sing Be Strong
That day
Every word they talk, it burn my ears like Hell
Its torture me every night, in intimidate me every day
When I see those similar faces
That day
Those word, those eyes         
Tear my heart into two pieces.
Those words are as sharp as a razor
They call me foolish, Yea, I don’t know them
Burmese!
That day
My body fills with wound and remorse.
It like drawing into the water, I could not breathe nor talk,
Walking to class
All eyes on me,
Looking down with hope that there is a place I can conceal
But the room seems so small
As I take a step to the room, the room seems colder
Like I was at Antarctica,
Very Cold
Looking at the room I was isolated for this people,
This entire people are strangers.
That day
Standing still
People examine me, like I am from the others planet
That day…
My tremble body, drum in my blood
Eyes fill with water,
That day
The word of Burmese, such as STUPID, CRAZY echoed through my ears
Stupid, crazy,
My mouth wants to shout, but my mouth feels numb
And makes my throat feels tight like I am being choked,
Almost tearful
Wanting to run away can’t bear the exposes of feeling being hunted.
That day
Eyeing for a place to seat
But none of them invites me or speak,
It like I am walking into a room full of a babies Dolls,
They do not talks
But their EYES,
Their evil eyes talk, its say get out of this room
That day
Head down, looking at the floors as I walk toward to the edge of the room,
Seat alone,
The room feels so dark, so lonely and scary
Even, I was surrounding by those people
That day
My silent cry, wishing I can revisit to where I’ll be safe
Because every second, every minute, every hours this place seems so hazardous
That day…
Hopes and dreams are fading away like the wave of the cloud fade, little by little.
From that day the world is never the same
That day, change my life
Made me feels like a woman, made me realize
That because I am different from them (Burmese) and I only speak
CHIN,
They destroy and killed my hopes, my thought, my believe,
The thought of what might come next. I am Scared.
But,
My soul sing to me, be strong. BE Strong Biak Par. Be STRONG.

 

Heinemann

Mentors with Insights, Ideas, and Resources for Secondary Readers & Writers Workshop

English's Education

Mentors with Insights, Ideas, and Resources for Secondary Readers & Writers Workshop

Literacy & NCTE

The official blog of the National Council of Teachers of English

kelly's blog - Kelly Gallagher

Mentors with Insights, Ideas, and Resources for Secondary Readers & Writers Workshop

Moving Writers

Move the writing. Move the writer.

Blog | The Educator Collaborative Community

Voices of Educators Making a Difference

The Paper Graders

Teachers thinking about teaching, education, technology and anything else that bugs us.

Ethical ELA

conversations on the ethics of teaching English

%d bloggers like this: